Develop an integrated Project Management plan for a simple to moderately complex

project
US ID: 243824
NQF LEVEL 5

ASSESSMENT GUIDE
US ID: 243824 Assessment Guide

Field 03 - Business, Commerce and Management Studies Subfield: Project

Management
NQF Level 5
2nd Edition February2011

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BBT-US-5-PA-243824

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Table of Content
Introduction.................................................................................................................4
1. About this Assessment Guide............................................................................4
1.1 Alignment.....................................................................................................4
1.2 Assessment Guide.......................................................................................5
1.3 Assessment Instrument...............................................................................5
1.4 Assessment Principles.................................................................................7
1.5 Assessment Review........................................................................................8
2. Assessment Strategy..........................................................................................8
2.1 Assessment Activities and Methods............................................................8
Section: Assessment Strategy..............................................................................8
3. Portfolio of Evidence.........................................................................................10
3.2 Portfolio of Evidence Requirements..........................................................10
Assessment Planning and Preparation..................................................................11
1. Assessment Plan..............................................................................................11
1.2 Assessment Activities Checklist................................................................11
1.2 Assessment Activities Checklist................................................................12
2. Assessment Preparation..................................................................................12
Assessor Review Document...................................................................................14
Assessment Method Planning Sheet.....................................................................17
Candidate Action Plan and Unit Feedback............................................................18
OVERALL FEEDBACK REPORT TO LEARNER.....................................................19
Assessment Plan Form............................................................................................20
FSA (ACTIVITY 8) MODEL ANSWERS....................................................................22
Unit standard Description...........................................................................................26

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Introduction
1. About this Assessment Guide
1.1 Alignment

The purpose of this guide is to provide the Assessor with guidelines on the
assessment of the Portfolio of Evidence submitted by the candidate for assessment
purposes.

Tip:
This Assessment Guide will provide the assessment strategy,
planning and preparation that the assessor must complete before
attempting the assessments in this unit standard.

This Guide acts as generic overview to the whole unit standard.

There is (1) Portfolio Assessment Recording Tools that is used for
the actual assessment and recording of evidence from the three
learning modules of the programme

This Assessment Guide must be read in conjunction with the programme material,
which is based on the following unit standards:

Develop an integrated Project Management plan for a simple to

moderately complex project
SAQA US UNIT STANDARD TITLE
ID
243824 Develop an integrated Project Management plan for a simple to
moderately complex project
ORIGINATOR ORIGINATING PROVIDER
SGB Project
Management
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 03 - Business, Commerce and Project Management
Management Studies
ABET UNIT OLD NQF LEVEL NEW NQF CREDITS
BAND STANDARD LEVEL
TYPE
Undefined Regular- Level 5 New Level 8
Fundamental Assignment

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Pend.
REGISTRATION REGISTRATION REGISTRATION SAQA
STATUS START DATE END DATE DECISION
NUMBER
Reregistered 2010-06-14 2012-06-30 SAQA
0480/09
LAST DATE FOR LAST DATE FOR ACHIEVEMENT
ENROLMENT
2013-06-30 2016-06-30

1.2 Assessment Guide

Tip:
The assessment guide follows the generic assessment process as
outlined in the generic unit standard 115753 “Conduct outcomes
based assessment”.

The guide therefore contains the following documents for the assessor to complete
in the process of assessment:

1. Instructions to Assessment Recording Tools & Re-assessment

2. Assessment Strategy
3. Assessment Plan & Preparation
4. Assessment Review

Portfolio Checklist:

Please refer to the Portfolio Workbook – a Portfolio Checklist is

included that must be completed by the assessor as a quality
assurance tool.

This tool is critical for moderation, and must be completed with

care.

1.3 Assessment Instrument

The purpose of this Guide is to record the learners’ progress and level of
competence in a reliable, standardized manner to assist in consistency of
assessment across all the learning modules of the unit standard, regardless of the
diversity of assessors using the guide, or candidate backgrounds.

The method of evidence recording that is used for all assessment activities are as
follows:

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Specific Assessment Formative Summative Action if

Competent
Competent
outcomes criteria (AC) assessments assessment NYC

Not yet
(SO) (FSA)

Refine the AC1: 1,2,3 Individual Workplace

project Activity: 1 based
organisational Pg40 questions pg
structure, 40, 62
profiles, roles Individual
and Activity: 2
responsibilities.
Areas of
Knowledge
pg62

Group Activity /
Pair Activity: 3
pg63

Individual
Activity: 4
pg65
Determine the AC1: 1,2,3 Individual
integrated Activity: 5
change control pg70
procedures. Individual
Activity: 6
pg90
Produce the AC1: Individual
integrate 1,2,3,4,5,6 Activity: 7
project pg123
management
plan
document.
Obtain AC1: 1,2,3 Individual
approval for Activity: 8
the integrated pg143
project
management
plan.

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Tip:
Evidence of remediation required, re-submission and re-assessment
must be indicated in the columns provided (2 nd Sub or 3rd Sub), and
feedback on re-assessment provided in the appropriate colour.

Key:
Clearly meets all the criteria 
Meets some but not all criteria 
Clearly does not meet any criteria 
The assessor will use these symbols to indicate whether the evidence meets
the criteria.

1.4 Assessment Principles

It is necessary to ensure that the principles of assessment are applied in all
assessments conducted.

The y are:
No. Principles Description
1. Fair The method chosen to assess the achievements must
be fair and must not present any barriers that are not
related to the evidence.
2. Systematic The assessment must be planned and recorded to
ensure that the assessment is fair.
3. Appropriate The method of assessment is suited for the
performance being assessed.
4. Manageable The methods used must be accessible, cost-effective
and must not interfere with the learning.
Time efficient Ensure that the assessment does not interfere with the
5.
normal daily activities or productivity of the candidate.
Open The candidate must contribute to the planning and
6. collecting of evidence. The candidate must understand
the assessment process and the criteria used.
7. Consistent The same assessor must make the same judgement
under the same or similar circumstances.

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1.5 Assessment Review

The Assessment Review document is located at the end of this guide. The
Assessment Review is conducted as a block review for the group of learners being
assessed by the Assessor. For alignment purposes the review includes a summary
of Learner details and results so ensure alignment between the completed block of
assessments and the review conducted. Assessment difficulties with individual
learners must be noted in the Learner Special Needs area.

2. Assessment Strategy
2.1 Assessment Activities and Methods

Section: Assessment Strategy

ASSESSMENT STRATEGY

Develop an integrated SAQA UNIT

PROGRAMME TITLE Project Management plan STANDARD 243824
for a simple to moderately NUMBERS
complex project
8
LEVEL 5 CREDITS

 Unit standard
BAND ON THE NQF

Open to project managers however, Learners will be able to

TARGET GROUP (AS analyse and refine a project organisational structure, its
SPECIFIED ON UNIT profiles, roles and responsibilities. Learners will be able to
STANDARD) determine the required change and configuration control
procedures and integrate it into the project management plan.

It is assumed that learners are competent in:

 Mathematical Literacy at NQF Level 4 or equivalent.

ENTRY LEVEL  Communication at NQF Level 4 or equivalent.
REQUIREMENT (AS  Computer Literacy at NQF Level 3 or equivalent.
SPECIFIED ON UNIT
STANDARD –  Unit Standard: Develop a project risk management plan
EMBEDDED for a simple to moderately complex project at NQF Level
KNOWLEDGE) 5.
 Unit Standard: Develop a project quality management plan
for a simple to moderately complex project at NQF Level
5.

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THE PURPOSE OF THE ASSESSMENT

CONTEXT OF ASSESSMENT:
To assess learners against unit standard 243824
ASSESSMENT APPROACH
 Formative assessment
(Refers to assessment that takes place during the process of learning and teaching.
This assessment gives valuable information about the knowledge, skills and
attitudes/values of the candidate.)
 Summative assessment

(Is assessment for making a judgment about achievement and to determine if the
candidate can obtain the credits for the unit standard. This is carried out when a
learner is ready to be assessed at the end of a programme of learning. )

ASSESSMENT INSTRUMENTS
Assessment Method
ASSESSMENT:
CONTEXT OF

Types of Evidence

Direct  Questioning – written

(Direct evidence is actual  Portfolios
evidence produced by the
candidate)  Self-assessment

ASSESSMENT CONDITIONS
CONTEXT OF ASSESSMENT:

To be identified during the pre-assessment meeting

ASSESSMENT TEAM
Assessor
Moderator
facilitator
SPECIAL ASSESSMENT NEEDS
Not identified
HEALTH AND SAFETY
Defined during pre-assessment meeting

Portfolio Activity:
From the above, it is evident that the candidate is required to
complete 4 areas of evidence for these Learning Units:

 Knowledge Assignments
 Practical Tasks
 Class activities
 Summative assessments

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3. Portfolio of Evidence
Provide Assessor
page nr Checked
Evidence Requirements
as
reference
A Portfolio of Evidence Checklist completed
B Personal Information Form completed
C Declaration of Authenticity completed
D Copy of ID Included

3.2 Portfolio of Evidence Requirements

Portfolio Activity:
Refer to the learner Guide per Specific Outcome for the assessment
activities related to each of the assessment criteria.

“Good” evidence is, as per the SAQA requirements:

No. Principles Description

1. Valid The assessment must be valid in the sense that it must
fit the purpose.
2. Authentic The evidence that the candidate submits must be
conducted by the candidate him/herself, in a real-life
work environment, or acceptably simulated environment
to the satisfaction of the assessor, and must bear the
signature of the candidate parties involved.
3. Current The evidence that is gathered must be a current and
applicable.
4. Sufficient The evidence must cover all the criteria that have been
established and the performance of the candidate must
be at the required standard. Thus, there must be
sufficient to have enough evidence.

Tip:
Refer to the next section for the Portfolio Checklist that must be
completed by the assessor in preparation for the assessment. The
Portfolio Checklist will assist you in determining whether all the
assessment activities and related documentation has been included
in the candidate portfolio of evidence.

You are now ready to start with your assessment –

GOOD LUCK!!

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Assessment Planning and Preparation

1. Assessment Plan

1.2 Assessment Activities Checklist

Unit standard Develop an integrated Project Management plan for a simple to
Title moderately complex project

Level Credits 8
NQF 5

Purpose of The purpose of this assessment is to determine the

Assessment foundational and practical competence of the candidate on the
requirements of the unit standard stated above.

Assessment approach
Assessment What: How:
Approach Compile a plan Identify learner.
for assessment Select relevant unit standard and most
cost effective assessment instruments.
Review assessment instruments and
validate the instrument against the unit
standard.
Develop an assessment plan for the
learner and identify possible problems in
order to plan contingencies.
Prepare the Identify and prepare the venue to ensure
workplace and fair assessment practice.
the learner Identify and prepare all the role-players.
Consult with learner and agree on
assessment activity.
Conduct Review assessment plan with candidate.
assessment Gather, record and make judgements on
all the evidence.
Provide feedback to learner on every
assessment activity.
Make Make assessment decision and discuss
assessment the results with the learner.
decision Handle any disputes and identify matters
that require contingency planning.
Record and submit final results to
assessment co-ordinator.
Assessment against qualification Portfolio of evidence
Special None, upon request from learner, during the pre- assessment
Assessment
Requirements
meeting.

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Special Needs of To be identified /recorded during the pre-assessment meeting.

Candidate
Assessment UNIT STANDARD RANGE
range
Simple to moderately complex project can be defined as
projects that have:

 A high degree of stability, few uncertainties or low rate of

change with regard to expected deliverables, phase
contents, organisational process and procedures,
legislation and team members.
 Limited range of different methods or approaches
relating to the design and creation of deliverables and
end products.
 Low to moderate impact on the environment and or socio
economic elements; Moderate to low need to comply
with legislation; Moderate number of stakeholders
affected by or interested in the project.
 Low strategic importance to the organisation or
organisations involved; Not necessary identified in
strategic plans.
 Stakeholders, that are in agreement about the
characteristics of the product of the project; Benefits of
the project well defined and agreed.
 Low number of different organisations participating in the
project; A low number; and or wide variety of interfaces
between the project and other organisational entities in
order to produce the end deliverable.

1.2 Assessment Activities Checklist

Instrument Due Received Assessment Assessment
Date Time frame Completed
Assessment
Context of

Model questions,
Assignments
Case study
POE
Written Report

TOTAL ASSESSMENT TIME: 2hour/ POE evaluation and assessment

2. Assessment Preparation

Candidates are prepared during the delivery of each activity contact time. All the
activities required for the assessment is described in the Learner Guide.

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Tip:
Learners sign declarations that they were prepared, and include in
the submission of their Portfolios of Evidence.

Check each Portfolio of Evidence to see if the required

documentation has been included. A Portfolio Checklist is provided
below.

Act Preparation Activity Assessor Comments

√/X
Candidate
1. Candidate information sheet evident.
2. Declaration of Learner Preparation and
Authenticity evident – signed and dated.
3. Candidate copy of ID and CV evident.
4. Portfolio of Evidence Checklist completed.
Assessor
3 Assessor has reviewed the unit standards,
assessment strategy and instruments.
4 Assessor has identified the necessary
equipment, resources and venues for the
assessment.
Context
6 All role players required in the assessment
have been notified.
7 The logistical arrangements for practical
activities and workplace evidence have been
completed.

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Please complete this

review document to
enable us to finalise Assessor Review Document
the assessment
process

Programme Name and ID Date of Review

1ST SUB 2ND SUB 3RD SUB 1ST SUB 2ND SUB 3RD SUB
Assessor Moderator
Assessor Registration ID Moderator Registration ID
Organisation Organisation
Date Date

THE ASSESSMENT PROCESS 1ST SUB 2ND SUB 3RD SUB ACTION/COMMENT

1. The assessment process was transparent, in that the  Agree  Agree  Agree
candidates were allowed to provide input to the  Disagree  Disagree  Disagree
accumulation of evidence.
2. The assessment process was transparent in that the  Agree  Agree  Agree
candidates had a clear understanding of the evidence  Disagree  Disagree  Disagree
requirements and the criteria against which the evidence
would be judged.
3. The assessment process is systematic and mirrored the  Agree  Agree  Agree
candidates natural work environment.  Disagree  Disagree  Disagree

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4. The assessment instruments were clear and easily  Agree  Agree  Agree
understood by the assessor.  Disagree  Disagree  Disagree
THE ASSESSMENT PROCESS 1ST SUB 2ND SUB 3RD SUB ACTION/COMMENT
5. The assessor confirms being able to make the same  Agree  Agree  Agree
judgements again, in similar circumstances.  Disagree  Disagree  Disagree
THE ASSESSMENT EVIDENCE 1ST SUB 2ND SUB 3RD SUB ACTION/COMMENT
6. The evidence requirements are relevant to the unit  Agree  Agree  Agree
standards.  Disagree  Disagree  Disagree
7. The evidence identified for this portfolio is sufficient in the  Agree  Agree  Agree
context of the unit standard and the assessor is confident  Disagree  Disagree  Disagree
that the candidates can repeat the performance
consistently in the future.
8. The evidence produced by the candidates can be verified  Agree  Agree  Agree
as being authentic.  Disagree  Disagree  Disagree
9. The evidence is sufficient to prove that the candidates  Agree  Agree  Agree
can perform the outcomes at the time when the assessor  Disagree  Disagree  Disagree
declared them competent.
THE ASSESSMENT EVIDENCE 1ST SUB 2ND SUB 3RD SUB ACTION/COMMENT
10 The assessment methods are suitable for the outcomes  Agree  Agree  Agree
being assessed.  Disagree  Disagree  Disagree
11. The assessment does not present any barriers for the  Agree  Agree  Agree
candidates.  Disagree  Disagree  Disagree
12. All special needs have catered for and considered during  Agree  Agree  Agree
the assessment.  Disagree  Disagree  Disagree
13. The assessment instruments were manageable and user  Agree  Agree  Agree

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friendly.  Disagree  Disagree  Disagree

14. Evidence collected is integrated into work, ie it mirrors the  Agree  Agree  Agree
candidates natural work environment and is not  Disagree  Disagree  Disagree
fabricated evidence.

Please provide any further

comments that could
assist us in improving our
assessment practices.

Declaration by Assessor

Assessor Date

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Assessment Method Planning Sheet

Unit standard

Name of Specific Assessment Assessment Method (eg Hand in Date Name of

Assessment outcome(s) Criteria Simulation, Witness Assessor
Testimony)
Eg: Q&A 1 1.1, 1.2, 1.3 Question & Answer session 14/09/10

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Candidate Action Plan and Unit Feedback

Qualification Candidate Assessor

Internal Start Date Planned End

Moderator/Verifier Date

Unit Assessment Target Revised Actual Date of Feedback from Assessor Candidate Comments
Number Methods Date for Date of Completion
Completion Completion

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OVERALL FEEDBACK REPORT TO LEARNER

This report serves to provide constructive feedback to the Learner concerning the outcomes and findings of their assessments
once judgement has been completed.
Learner’s name

Assessor’s name
Date of feedback
Feedback to Assessor:

Action Required:

Date of review

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 Assessment Plan Form
Name of candidate/s to be
assessed
Unit standard to be assessed
Planned date for assessment
meeting
Date for pre-assessment meeting
Planned date for assessment
Time for assessment
Method of assessment Observation
Face to face
(Tick in the appropriate box) Written
Work based project
Assignment
Simulation
During training
Portfolio of Evidence
RPL evidence
Place for assessment

Approval of assessment YES NO

Assessment approved by
Assessor’s name
Assessor’s signature Date

PRINCIPLES OF ASSESSMENT EVALUATION FORM

Candidate Assessor
Assessor
Date of assessment
Unit Standard Title
Level
Credits
SAQA ID
PRINCIPLES OF ASSESSMENT
PRINCIPLE ASSESSMENT PROCESS Yes/No COMMENT
FAIRNESS Learner was prepared for this assessment. Y N

Learner has access to resources during Y N

assessment.
Assessment was non discriminatory to the Y N
learner with regards to gender, race
Special needs of the learner were taken into Y N
consideration.
VALIDNESS Assessment measures what it says it is Y N
measuring (SKVA)
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Activities relates to the Specific Outcomes Y N
and Assessment Criteria.
All Specific Outcomes and Criteria are Y N
addressed.
PRACTICALITY Parties make use of readily available Y N
resources, equipment, facilities and time.
The whole process relates to the context Y N
that is relevant to the learner.
RELIABILITY The instructions are unambiguous, clear and Y N
consistent.
The process encourages learners to Y N
demonstrate their competence.
Same judgments can be made in the similar Y N
contexts.
ASSESSOR’S
SIGNATURE
ASSESSOR FEEDBACK & REPORT FORM
Candidate Assessor
Assessor
Date of assessment
Unit Standard Title
Level
Credits
SAQA ID

ASSESSMENT DECISIONS: Competent O Not Yet Competent O

SO 1 SO 4
SO 2
SO 3

ASSESSMENT FEEDBACK
REFERENCE ASSESSOR’S COMMENTS
TO UNIT
STANDARD
SO 1
SO 2
SO 3
SO 4

ACTION
PLAN: (If any)

ASSESSOR’S
SIGNATURE

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FSA (ACTIVITY 8) MODEL ANSWERS

ACTIVITY 8 Answers
1. d. Cleaning the building is a repetitive task that is done everyday. Hence it is not an
example of a project.
2. c. finish-to-start is the most commonly used relationship.
3. c. AOA activity diagrams are represented using finish-to-start representation.
4. a. Experts participating in the Delphi technique are anonymous.
5. b. Senior Management is responsible for issuing the charter.
6. c. This was an unplanned event that happened. Work around refers to handling of risk
that has occurred but was not planned for.
7. a. Schedules are most common cause of conflicts.
8. b. Problem-solving or Confrontation is the best solution for resolving conflicts and leads
to long-lasting conflict resolution.
9. b. Insurance is an example of transferring risk.
10. b. Grade refers to category or rank given to entities having same functional use but
different technical characteristics. As an example a basic $10K car belongs to a different
grade when compared to a $50K luxury car. Your expectations from the two cars and
their performances will differ because they belong to different grades.
11. d. Continuous small improvements is part of Kaizen theory. Hence a is incorrect. The
Plan-do-Check-Act doctrine was proposed by Deming.
12. b. Benchmarking is not a tool for Quality Control process
13. a. Pareto chart is built on the 80:20 theory. 80% of the defects are caused due to 20% of
the issues. A Project Manager needs to focus on these 20% issues.
14. d. Ishikawa or Fish bone diagram is the tool that the Project Manager is planning to use.
15. c. CDGIR represents the critical path. It is the longest path through the network with the
duration of 13.
16. d. The path ABIR has duration of seven. Hence B can be delayed by six days before the
next event can begin.
17. c. The path CDHR has duration of nine days. Hence H can be delayed by four days
before the next event can begin.
18. d. Job security, salary, clean and safe working conditions are examples of hygiene
factors. Appreciation at work is not a hygiene factor, but instead a motivating factor.
19. b. Physiological factors appear at the lowest level of Maslow's hierarchy triangle.
20. a. The other three options are examples of benefit measurement method.
21. d. Dynamic Programming is an example of Constrained Optimization method. Murder
board is an example of benefit measurement method.
22. c. Murder board is a process where a committee asks questions from project
representatives as part of the project selection process.
23. c. Control Scope process is part of scope management knowledge area.
24. a. WBS dictionary is the best option. WBS Dictionary identifies all the components used
in the WBS
25. d. Scope Verification is the process of the customer accepting the project deliverables.
26. d. Mean for PERT is defined as (P+4M+O)/6 which comes out to be 16 days.
27. b. Administer Procurements is a process in the Project Procurement Management
Knowledge area.
28. c. In oligopoly, the action of one seller has an impact on other sellers, as there are very
few sellers.
29. b. Each year $200 gets removed from the value of computer. After three years the value
becomes $400.

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30. c. The others are true statements about analogous estimating.
31. d. Learning curve estimation uses the principal that the cost per unit will decrease as
more units of work are manufactured.
32. a. The behavior described is an illustration of Halo's effect.
33. c. Close Procurements and Close Project or phase are the two closure processes.
34. d. The Configuration (or Change) Control Board has the authority to approve or deny
change requests.
35. b. Cost baseline includes the project budget for each month.
36. a. WBS should focus on deliverables.
37. d. WBS is an output of the Create WBS.
38. b. Project Manager is identified as part of the Develop Project Charter process.
39. d. Mandatory dependency represents dependencies due to nature of work.
40. a. This is an example of dependency to an external (outside) body.
41. b. Parametric modeling is the best option.
42. a. The order of magnitude is preferred during initiation phase, and it has an accuracy
range of -25% to 75%
43. c. Crashing involves adding extra resources to reduce the project duration.
44. b. A risk trigger is an indication that the risk is about to occur or has occurred.
45. a. This is an example of lag. Lag is the amount of time after the completion of the
predecessor activity, when the successor activity can start.
46. d. According to PMBOK 90% of Project Managers time is spent in communicating.
47. d. As the scope is completed, the project is complete. Additional work should be done
as part of a new project.
48. b. Perform Quality Assurance is part of Execution phase.
49. a. This is an example of Acceptance risk response strategy.
50. b. Conduct Procurements is part of execution phase.
51. c. According to PMI, Compromise is an example of a loose-loose situation.
52. a. Procurement statements of work is an output of Plan Procurements process.
53. c. Expert judgment is a tool for the Develop Project Charter process.
54. c. War room is used for collocation to facilitate communication within the team.
55. a. When the team is afraid of the Project Manager, the power yielded is of type
Coercive.
56. b. An S-curve is typically used to represent a cost baseline. The cost is low in the
beginning and end, and high during the middle of the project.
57. d. We need to compute the following for all the vendors - (0.4*Price + 0.6*Quality). The
scores come out to be vendor 1 - 10.4, vendor 2 - 10, vendor 3 - 9.6, and vendor 4's 11.
Since vendor 4 has the highest score, it should get selected.
58. d. A CPI of greater than one indicates you are taking less money than planed to do the
project.
59. b. EAC = (BAC/CPI).
60. d. CPI = EV/AV. EV=400, AC = 1000, PV=500.
61. a. SV=EV-PV. 400 minus 500 is -100.
62. c. Ethnocentrism refers to belief that ones culture is superior to other cultures.
63. c. Screening system are predefined criteria that are used to short-list vendors for source
selection
64. d. WBS is not an input to the Conduct Procurements process.
65. b. The other two are conditions that indicate the process is out of control.
66. c. Statistical Sampling is the standard technique that is used to test only a small sample
of products instead of all the products manufactured.
67. d. This is the only correct statement.
68. a. Contract Closeout is performed before administrative Closeout
69. c. Risk Register is the only output of the Risk identification process.
70. b. A numeric value is assigned to risks impact and probability during the Quantitative
Risk Analysis process.

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FINAL SUMMATIVE ASSESSMENT 1
INTEGRATED
Answers
1. D. Develop project charter process formally authorizes the project and identifies the
project manager.
2. A.
3. D. For option A, 46 months is the payback period. For option B, 44 months is the
payback period. For option C, 62 months is the payback period. For option D, 22 months
is the payback period. Building a school has the minimum payback period.
4. A. Project A has best internal rate of return of R60K annually for an investment of
R100,000.
5. C. Identify Project Manager

6. D. A weighted average for all four projects is computed and one with highest weighted
average is selected. For project D, the weighted average is (4*2) + (4*3) + (5*5) + (5*4).
Total score for project D is 65. This is highest across all projects.
7. D. Project D requires four quarters to payback the investments. This is the minimum
time when compared to other projects.
8. A
9. B. Payback period is eight quarters.
10. A. Cost variance is equal to Earned Value - Actual cost.

11. B. Schedule variance is equal to Earned value - Planned value.

12. D. Cost Performance Index = (Earned Value)/(Actual cost)

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Unit standard Description

REGISTERED UNIT STANDARD:

Develop an integrated Project Management plan for a simple to moderately

complex project
SAQA US UNIT STANDARD TITLE
ID
243824 Develop an integrated Project Management plan for a simple to
moderately complex project
ORIGINATOR ORIGINATING PROVIDER
SGB Project Management
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 03 - Business, Commerce and Project Management
Management Studies
ABET UNIT OLD NQF LEVEL NEW NQF LEVEL CREDITS
BAND STANDARD
TYPE
Undefined Regular- Level 5 New Level 8
Fundamental Assignment Pend.
REGISTRATION STATUS REGISTRATION REGISTRATION SAQA
START DATE END DATE DECISION
NUMBER
Reregistered 2010-06-14 2012-06-30 SAQA 0480/09
LAST DATE FOR LAST DATE FOR ACHIEVEMENT
ENROLMENT
2013-06-30 2016-06-30

In all of the tables in this document, both the old and the new NQF Levels are shown.
In the text (purpose statements, qualification rules, etc), any reference to NQF Levels
are to the old levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by
any other unit standard.

PURPOSE OF THE UNIT STANDARD

Learners credited with this unit standard will be able to align project planning
components and to integrate it into a single overall project management plan for a
simple to moderately complex project. Learners will be able to analyse and refine a
project organisational structure, its profiles, roles and responsibilities. Learners will
be able to determine the required change and configuration control procedures and

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integrate it into the project management plan. They will also be able to obtain
approval for the integrated project management plan.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR

LEARNING
It is assumed that learners are competent in:

 Mathematical Literacy at NQF Level 4 or equivalent.

 Communication at NQF Level 4 or equivalent.
 Computer Literacy at NQF Level 3 or equivalent.
 Unit Standard: Develop a project risk management plan for a simple to moderately
complex project at NQF Level 5.
 Unit Standard: Develop a project quality management plan for a simple to
moderately complex project at NQF Level 5.

UNIT STANDARD RANGE

Simple to moderately complex project can be defined as projects that have:

 A high degree of stability, few uncertainties or low rate of change with regard to
expected deliverables, phase contents, organisational process and procedures,
legislation and team members.
 Limited range of different methods or approaches relating to the design and
creation of deliverables and end products.
 Low to moderate impact on the environment and or socio economic elements;
Moderate to low need to comply with legislation; Moderate number of stakeholders
affected by or interested in the project.
 Low strategic importance to the organisation or organisations involved; Not
necessary identified in strategic plans.
 Stakeholders, that are in agreement about the characteristics of the product of the
project; Benefits of the project well defined and agreed.
 Low number of different organisations participating in the project; A low number;
and or wide variety of interfaces between the project and other organisational entities
in order to produce the end deliverable.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Refine the project organisational structure, profiles, roles and responsibilities.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Project organisation structure, roles, responsibilities and authorities are refined in
consultation with the client and/or management.
ASSESSMENT CRITERION RANGE
May include but is not limited to: project sponsor, project owner, steering committees,
reference groups, teams, contractors, specialised roles.

ASSESSMENT CRITERION 2
Project team profiles and structure are refined and documented in line with
organisational standards and procedures.

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ASSESSMENT CRITERION 3
Procedures to refer issues and/or decisions to higher levels of authority, are refined
and documented in line with organisational practices and procedures.

SPECIFIC OUTCOME 2
Determine the integrated change control procedures.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Change request, monitor and control procedures are set up in accordance with
organisational and/or client standards and procedures and project needs.

ASSESSMENT CRITERION 2
Change control approval procedures and responsibilities are defined in required
format.

ASSESSMENT CRITERION 3
Configuration control procedures are defined in line with project objectives, product
needs and organisational standards and procedures.

SPECIFIC OUTCOME 3
Produce the integrate project management plan document.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
All component elements and/or plans are gathered, checked and interrogated for
cohesion and balance between them to ensure alignment to each other.
ASSESSMENT CRITERION RANGE
Component elements may include but are not limited to: scope management plan,
schedule, resource management plan, cost management plan, risk management
plan, quality management plan, communication management plan, stakeholder
management plan, control procedures, baselines.

ASSESSMENT CRITERION 2
Revisions to correct discrepancies between components are agreed with relevant
stakeholders and in the required format.

ASSESSMENT CRITERION 3
Project control mechanism and processes are defined in accordance with project
needs.

ASSESSMENT CRITERION 4
Performance measurement baselines are developed and agreed in accordance with
agreed success criteria and planned controls.

ASSESSMENT CRITERION 5
All components are integrated into the project management plan document.

ASSESSMENT CRITERION 6

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The project management plan document is checked for accuracy, completeness and
compliance to required format.

SPECIFIC OUTCOME 4
Obtain approval for the integrated project management plan.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The integrated project management plan is presented to the authorised individuals in
required format and time frame.

ASSESSMENT CRITERION 2
Approval is obtained for the integrated project management plan from the authorised
individuals in accordance with organisational standards and procedures.

ASSESSMENT CRITERION 3
The approved integrated project management plan is communicated to all
stakeholders in the required format and time frame.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

 An individual wishing to be assessed (including through RPL) against this unit
standard may apply to an assessment agency, assessor or provider institution
accredited by the relevant ETQA.

 Anyone assessing a learner against this unit standard must be registered as an

assessor with the relevant ETQA.

 Any institution offering learning that will enable achievement of this unit standard
or assessing this unit standard must be accredited as a provider with the relevant
ETQA.

 Moderation of assessment to be conducted by an accredited provider according to

internal approved provider policy and the relevant ETQA guidelines.

 Moderation of assessment will be conducted by the relevant ETQA at its

discretion.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

 An understanding of change control processes and techniques.
 Knowledge of organisational structures, roles and processes.
 An understanding of a project management plan.
 Knowledge of integrated planning.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

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Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems when setting up change monitor and control procedures
for a project.

UNIT STANDARD CCFO WORKING

Work effectively with others compiling a integrated project management plan.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities when documenting the project
management plan.

UNIT STANDARD CCFO COLLECTING

Collect, evaluate, organise and critically evaluate information when defining and
documenting team profiles and structures for a project.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively when obtaining approval for a project management plan.

UNIT STANDARD CCFO SCIENCE

Use science and technology when developing a project management plan for
approval.

UNIT STANDARD CCFO CONTRIBUTING

In order to contribute to the full personal development of each learner and the social
and economic development of society at large, it must be the intention underlying any
programme of learning to make an individual aware of the importance of reflecting on
and exploring a variety of strategies to more effectively plan.

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